1. REPORT ON THE OHIO CLINICAL ALLIANCE OCTEO CONFERENCE DUBLIN, OHIO MARCH 6, 2015

2. The Ohio Clinical Alliance: Transforming Clinical Experiences Through Research, Innovation, and Collaboration

3. ORGANIZATION LEADERSHIP COMMITTEE 8 IHE REPRESENTATIVES 8 K-12 REPRESENTATIVES THREE DESIGN TEAMS CLINICAL PARTNERSHIPS CLINICAL EXPERIENCES CLINICAL EDUCATORS

4. LEADERSHIP TEAM 4 PRIVATE IHE’S 4 PUBLIC IHE’S BATTELLE FOR KIDS FOUNDATION ELEMENTARY ADMINISTRATORS SECONDARY ADMINISTRATORS BASA OHIO SCHOOL BOARD ASSOCIATION OHIO PTA OHIO EDUCATORS ASSOCIATION AMERICAN FEDERATION OF TEACHERS OHIO DEPARTMENT OF EDUCATION OHIO BOARD OF REGENTS

5. PURPOSE TO IMPROVE P-12 STUDENTLEARNING, THE OHIO CLINICAL ALLIANCE FOR EDUCATOR PREPARATION IS ESTABLISHED TO ADVANCE AND PROMOTE PRACTICES AND POLICIES TO TRANSFORM CLINICAL PREPARATION THROUGH COLLABORATIVE PARTNERSHIPS AMONG DISTRICTS, ASSOCIATIONS, AND HIGHER EDUCATION.

6. OUR COMMITMENT WE ARE COMMITTED TO OHIO’S FUTURE TEACHERS WORKING SHOULDER-TO- SHOULDER WITH PRACTICING EDUCATORS ON THE REAL CHALLENGES OF STUDENT LEARNING FROM THE VERY BEGINNING OF THEIR TEACHER PREPARATION PROGRAMS.

7. LEADERSHIP TEAM ACTIVITIES AUGUST RETREAT 3 FOLLOW UP MEETINGS COMMUNICATION WEBSITE FLYER EDUCATION STANDARDS BOARD ESTABLISHED 3 DESIGN TEAMS

8. WHY IS THIS RELEVANT? AACTE STRONGER AND LONGER EARLY CLINICAL EXPERIENCES NEW APPROACHES TO PARTNERING PERFORMANCE ASSESSMENTS TEACHINGWORKS ETS

9. BENEFITS TO ALL INCREASED P-12 STUDENT LEARNING BETTER PREPARED FIRST YEAR TEACHERS STRONGER PARTERNSHIPS BETWEEN SCHOOLS AND UNIVERSITIES FOR TEACHER CANDIDATES: LONGER AND RICHER CLINICAL EXPERIENCES BETTERINSTRUCTIONAL AND MANAGEMENT SKILLS SEAMLESS TRANSITION TO FIRST YEAR TEACHING

10. BENEFITS TO PARENTS BETTER STUDENT TO TEACHER RATIO MORE INDIVIDUALIZED INSTRUCTION MORE ATTENTION FOR YOUR CHILD BENEFITS FOR TEACHERS AN EXTRA PAIR OF SKILLED HANDS MORE OPPORTUNITIES TO DIFFERENTIATE PROFESSIONAL GROWTH

11. BENEFITS TO ADMINISTRATORS TWO TEACHERS IN THE CLASSROOM ADDED CAPACITY FOR SERVING STUDENTS TEACHER PREPARATION ALIGNED WITH OTES

12. IF IT’S SO GOOD, WHY HAVEN’T WE DONE IT BEFORE? RESOURCES STAFFING BELIEFS ABOUT TEACHER PREPARATION BELIEFS ABOUT KNOWLEDGE CONSTRUCTION

13. AACTE PRESENTATION DESIGN-BASED IMPROVEMENT RESEACH IMPROVEMENT SCIENCE NETWORK IMPROVEMENT COMMUNITIES ADDRESSES TWO PROBLEMS CHANGING HIGHLY COMPLEX SYSTEMS SPEED OF CHANGE

14. HOW DOES OHIO CLINICAL ALLIANCE SOLVE THOSE PROBLEMS? STATEWIDE COLLABORATION DESIGN TEAMS TO SUPPORT COMPLEX CHANGE PROCESS

16. SMALL PARTNERSHIP GRANTS KAREN KAYE – BALDWIN WALLACE TODD HAWLEY – KENT STATE UNIVERSITY MELISSA ASKEN EDGEHOUWS – MOUNT UNION UNIVERSITY

17. Design Teams Clinical Partnerships Clinical Experiences Clinical Educators

18. Clinical Partnership Design Team Framework for Partnership Development 1. Collaborative 2. Mutually beneficial 3. Positive impact 4. Sustaining and generative

19. Clinical Partnership Design Team Who and how do we engage partners and stakeholders in this endeavor? What current partnership models exist and how can we promote? What specific roles and responsibilities need to be identified and assigned to each partner? What are the best ways to keep the partners engaged in candidate selection and placements? What are the most effective approaches to partnership governance and management? What policies need to be in place to support and sustain dynamic partnerships?

20. Clinical Educator Design Team Interview study 1. Current/aspiring 2. Common Practice 3. Common language White Paper evidence-based characteristics and behaviors INFORMED Practice measures & tools for selectivity

21. Clinical Educator Design Team What should be the core qualifications, dispositions, and competencies of clinical educators? What strategies are effective in recruiting highly qualified clinical educators? What professional learning / development should be provided to clinical educators as part of continuous improvement efforts? What systems of support are needed to promote continuous improvement, candidate retention, clinical faculty retention, P-12 student growth, and collaboration? What metrics should be used to evaluate clinical educators and who should be involved in evaluation? What strategies and incentives can be effectively used to retain highly effective clinical educators?

22. CLINICAL EXPERIENCES DESIGN TEAM DEVELOPMENTAL FRAMEWORK EARLY CLINICAL ASSESSMENTS INTERVIEW STUDY

23. DEVELOPMENTAL FRAMEWORK ALIGNED WITH OHIO & INTASC STANDARDS HIGH LEVERAGE TEACHING PRACTICES DYNAMIC, EVOLVING DOCUMENT ESSENTIAL FOR CLINICALLY-BASED PREPARATION

24. PERFORMANCE-BASED ASSESSMENTS FOR EARLY CLINICAL EXPERIENCES BASED ON STANDARDS HIGH LEVERAGE TEACHING PRACTICES COMPOSITION DESCRIPTION CHECKLIST RUBRIC

25. INTERVIEW STUDY ASSESSMENT DIFFERENTIATED INSTRUCTION CLASSROOM MANAGEMENT

26. CLINICAL EXPERIENCES DESIGN TEAM How should placements be managed when large numbers of candidates need to be placed across a limited number of schools and districts? How should the curriculum and field experience be blended and balanced? What are the core practices to be demonstrated by teacher candidates during student teaching? How do we assess them? What are the most promising instructional approaches for teaching the core practices? What policies need to be in place to support and sustain integrated clinical experiences?

27. VISION FOR TEACHER EDUCATION 1.UNDERSTAND TEACHER CANDIDATE DEVELOPMENT IN THE FIELD 2. STRONGER THEOR- PRACTICE CONNECTIONS 3. SYSTEM FOR DESIGING AND IMPLEMENTING INNOVATION IN TEACHER EDUCATION 4.NEW APPROACH TO CONSTRUCTING KNOWLEDGE 5. ADVOCACY VEHICLE FOR TAKING BACK THE PROFESSION